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  • Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In C. O'Malley (Ed.), Computer supported collaborative learning. (Vol. 128, pp. 69-97). Berlin: Springer.Schwartz, D. (1999). The Productive Agency that Drives Collaborative Learning. In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 197-218). New York: Elsevier Science/Permagon.NIE. (2011). Evaluation of Implementation of the IT Masterplan 3 and its Impact on Singapore Schools Research Brief (Vol. 11-001). www.nie.edu.sg: National Institute of Education, Singapore.
  • Laurillard, D., & Ljubojevic, D. (2011). Evaluating learning designs through the formal representation of pedagogical patterns. In C. Kohls & J. W. Wedekind (Eds.), Investigations of E-Learning Patterns: Context Factors, Problems and Solutions (pp. 86-105): IGI Global.(tinyurl.com/ppcollector3)
  • See Laurillard, D., Charlton, P., Craft, B., Dimakopoulos, D., Ljubojevic, D., Magoulas, G., . . . Whittlestone, K. (2011). A constructionist learning environment for teachers to model learning designs Journal of Computer Assisted Learning, (Accepted).
  • Dl l der

    1. 1. OLDS MOOC: Design and review ateaching-learning session: Using the Pedagogical Patterns Collector July 2012 Diana Laurillard
    2. 2. Outline What can you do with the PPC? Adopt and adapt a pattern Express a design pattern Review and discuss in relation to the MOOCJuly 2012 cc: by-nc-sa
    3. 3. Intended outcomes Participants should feel they – Could start using the PPC to design and exchange ideas – Can see the value of the approachJuly 2012 cc: by-nc-sa
    4. 4. Why the PPC? - Teachers must be a professional learning community • Building on the work of others • Articulating their pedagogy • Adopting, adapting, testing, improving learning designs • Sharing learning designs • Comparing conventional with digital teaching  Teachers need a shared description of their teaching ideas, and not just by topicJuly 2012 cc: by-nc-sa
    5. 5. The Pedagogical Patterns Collector This is where you can where the This is browse other teachers’ represents teacher designs their pedagogic designJuly 2012 cc: by-nc-sa
    6. 6. Adopt/Adapt a teaching pattern Read, Watch, Listen Investigate Export to Discuss Practice Word Share [Moodle] Produce Add link to a resource, e.g. an e-portfolio to record their practice Adjust the type of learning activity. Edit the Check the instructions. feedback on the overall distribution of learning activity Adopt – Adapt – Import other resources or designs - ExportJuly 2012 cc: by-nc-sa
    7. 7. Activity 1: Browse and adopt a pattern 1. In pairs, browse the Inbuilt Collection of Patterns. 2. Select the pattern ‘Understanding Authentic Practice’. Read through the generic description of the pattern. 3. Click on each of the Examples of this pattern (on the right) to see how it adapts to different topic areas. 4. Click on the Generic button (bottom right) and insert your own topic phrases: For Authentic practice, type in: ‘MOOC design’ For Data collection method: ‘recording a MOOC on Elluminate’ For Aspects to focus on: ‘giving all students the chance to speak’ 5 minutesJuly 2012 cc: by-nc-sa
    8. 8. Activity 2: Adapt a pattern Using the same pattern and topic phrases, 1. Click on Adapt this pattern (top) 2. Experiment with improving it by adding an activity where students ‘Produce’ something to submit to each other, or the class, or the teacher for comment. 3. Check what difference this makes to the pie chart. As you work, link to Cloudworks to post comments, questions, and reflections: http://cloudworks.ac.uk/cloud/view/6398 8 minutesJuly 2012 cc: by-nc-sa
    9. 9. Activity 3: Express a design pattern 1. In pairs, click on Add Blank TLA’ (centre top) 2. Express the Handout description of a design pattern using the Add learning Types’ button (bottom of the TLA): – Select the series of learning types you need – Insert text – Adjust the properties to fit 10 minutesJuly 2012 cc: by-nc-sa
    10. 10. Does it help? – User comments • [The pie-chart] is one of the most useful features of the PPC designer, it gives a good overview of the balance between different learning experiences • I rarely consider how the students time is apportioned … its good to be made to think about this. • “Yes I think that is very useful to see what someone else has done… that’s an idea I hadn’t got in my course. And I think that’s an excellent idea… ”. • “I think it definitely helps you to reflect on what youre doing [...] And then to see the pie chart and then to realise I want some more production and practice in there and go back and complete the design with those elements.”July 2012 cc: by-nc-sa
    11. 11. Comments – Discussion • Comments and questions? • Could we use the PPC as a tool within the MOOC? • Could we use it to plan and exchange ideas for sessions?July 2012 cc: by-nc-sa
    12. 12. The LDSE project team Oxford Birkbeck/LKL Liz Masterman (CoPI) George Magooulas (CoPI) Marion Manton (CoPI) Patricia Charlton Joanna Wild (RF) Dionisis Dimakopoulos IOE/LKL Brock Craft (RF) LondonMet Diana Laurillard (PI) Tom Boyle (CoPI) Dejan Ljubojevic (RF) RVC LSE Kim Whittlestone (CoPI) Steve Ryan (CoPI) Stephen May Ed Whitley Carrie Roder (PhD Student) Roser Pujadas (PhD Student)July 2012 cc: by-nc-sa
    13. 13. Further details… Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012)July 2012 cc: by-nc-sa